Slapstick Unit

Edit 0 24 …
Unit Question: How do we use body language, timing, and expression to control the messages we send to others?

AOI: Health and Social Education

Slapstick Handouts

Formative Assessment

Due Date

Criterion
Students will write a reflection on their current state of understanding in response to a guided question.
C
Students will record research in bullet points in their DW
 Ongoing
 A
Students will write a reflection analyzing their finished product.
C
Self-Evaluation based on their contributions to the practical work.
D

Summitive Assessment

Due Date

Criterion
Slapstick Scenes and Presentation

A and B


Overview of the Task:
In groups students demonstrate three different scenarios in which they explore physical interactions between different stereotypes. Additionally, students will work in groups to create a poster selling their artistic intentions; showing how they intend to apply the research they have collated.



Specific task guidelines:
  1. 3 different scenarios of a minute each
  2. 1 poster sized explanations of artistic intentions


Criterion A: Knowledge and Understanding


IB Descriptor

Clarified Descriptor
demonstrate an awareness of the art form studied in relation to some of the contexts that influence their current work
 Construct a poster demonstrating how slapstick comedy can be used to express and control the messages we send to others.
use some basic language, and have a simple understanding of some of the concepts and processes that support their current work
 Use theater specific vocabulary in their poster to show how the concepts of acting link to the unit question.
express an opinion of the art form studied in the context of their own work.
 Express an opinion of slapstick and their and how they will apply it in their work

Achievement level
 Level descriptor
0
 The student had difficulty reaching the standards described by any of the descriptors below.
1–2
 With guidance the student:
  • demonstrates some awareness of the art form studied
  • uses some basic language but has difficulty providing evidence of some of the concepts and processes that support their work
  • expresses a simple opinion of the art form studied
3–4
 The student:
  • demonstrates some awareness of the art form studied in relation to one or two contexts (general and/or personal) that influence their work
  • uses some basic language to demonstrate a simple understanding of some of the concepts and processes that support their work
  • expresses an opinion of the art form studied and attempts to relate their opinion to their own work
5–6
 The student:
  • demonstrates an awareness of the art form studied in relation to some contexts (general and personal) that influence their work
  • uses basic language demonstrating an understanding of some of the concepts and processes that support their work
  • expresses a relevant opinion of the art form studied in relation to the production of their own work.
7–8
 The student:
  • demonstrates an awareness of the art form studied in relation to several different contexts (general and personal) that influence their work
  • uses topic-specific language demonstrating an understanding of several of the concepts and processes that support their work
  • expresses a detailed opinion of the art form studied in relation to the production of their own work.

Criterion B: Application


IB Descriptor

Clarified Descriptor
use ideas and artistic conventions to create, perform and/or present art
 Create and perform three slapstick scenes that conform to the style
learn skills and develop the techniques and processes needed to create, perform and/or present art, with the teacher’s guidance.
 apply the creative processes when constructing their scenes.

Achievement level
 Level descriptor
0
 The student had difficulty reaching the standards described by any of the descriptors below.
1–2
 The student:
  • uses a limited number of ideas and artistic conventions to create, perform and/or present art
  • requires considerable teacher guidance to demonstrate (including some evidence from the developmental workbook) a limited level of proficiency in the applying some skills, techniques and processes needed to create, perform and/or present art.
3–4
 The student:
  • uses simplistic ideas and artistic conventions to create, perform and/or present art
  • requires some teacher guidance to demonstrate (including some evidence from the developmental workbook) a limited level of proficiency in applying some skills, techniques and processes needed to create, perform and/or present art.
5–6
 The student:
  • uses a range of simple ideas and artistic conventions to create, perform and/or present art
  • demonstrates (including evidence from the developmental workbook) a satisfactory level of proficiency applying some skills, techniques and processes needed to create, perform and/or present art
7–8
 The student:
  • uses some complex ideas and artistic conventions to create, perform and/or present art
  • demonstrates (including evidence from the developmental workbook) a satisfactory level of proficiency in applying some of the complex skills, techniques and processes needed to create, perform and/or present art.
9–10
 The student:
  • uses several complex ideas and artistic conventions to create, perform and/or present art
  • demonstrates (including evidence from the developmental workbook) a high level of proficiency in applying several complex skills, techniques and processes needed to create, perform and/or present art.

Final Reflection

Final Reflection Assignment: 600-1000 words

IB Descriptor

Clarified Descriptor
describe the progress they have made so far and identify areas that have been particularly easy or challenging
 Find and describe in detail 3 points in the process that you have found easy or challenging. (at least one easy and one challenging)
identify strengths and weaknesses in their work
 Identify and describe in detail 3 weaknesses or strengths that you had during this project (at least one strength and one weakness)
receive feedback constructively
 What did you learn and how would you improve if you were to do the project again.

Achievement level
 Level descriptor
0
 The student has difficulty reaching the standards described by any of the descriptors below.
1–2
 The student:
  • has difficulty identifying areas that they have found particularly easy or challenging
  • has difficulty identifying strengths and weaknesses in their work
  • has great difficulty responding appropriately when receiving constructive feedback
3–4
 The student:
  • lists areas that have been particularly easy or challenging
  • lists strengths and weaknesses in their work
  • responds appropriately when receiving constructive feedback from the teacher
5–6
 The student:
  • describes the progress they have made so far and identify areas that have been particularly easy or challenging
  • identifies and describes the strengths and weaknesses in their work
  • responds appropriately when receiving constructive feedback from the teacher and some peers
7–8
 The student is able to:
  • describe in detail the progress they have made so far and identify areas that have been particularly easy or challenging
  • identify and describe in detail strengths and weaknesses in their work
  • responds appropriately when receiving constructive feedback from the teacher and peers